长期目标毅力和热情对流动儿童教育成就的影响:来自俄罗斯鞑靼斯坦的证据

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2017-06-01 DOI:10.1016/j.pse.2017.02.003

Edgar Demetrio Tovar-García

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引用次数: 18

摘要

本文实证研究了毅力和长期目标激情(GRIT)对教育成就的影响。具体而言，本研究比较了外来务工人员与本地学校学生的GRIT水平，并检验了GRIT在解释外来务工人员学习成绩中的作用。基于回归分析并使用2003名九年级学生的样本，其中包括178名来自俄罗斯鞑靼斯坦共和国的移民，结果表明本地学生与第一代移民，鞑靼民族移民和中亚移民之间没有教育差距。此外，GRIT在解释这些流动群体的教育成就方面具有显著的作用。相反，研究结果表明，本土学生的表现优于俄罗斯移民学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The impact of perseverance and passion for long term goals (GRIT) on educational achievements of migrant children: Evidence from Tatarstan, Russia

This article empirically studies the impact of perseverance and passion for long term goals (GRIT) on educational achievements. Specifically, the study compares GRIT levels between migrants and native school students, and tests the role of GRIT in explaining school achievements of migrants. Based on regression analysis and using a sample of 2,003 ninth graders, including 178 migrants from the Republic of Tatarstan, Russia, the results did not suggest an educational gap between native students and first generation migrants, ethnic Tatar migrants, and those from Central Asia. In addition, GRIT has significant effects in explaining the educational achievements of these migrant groups. On the contrary, the findings suggest that native students outperform their ethnic Russian migrant peers.

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.